Teaching interrelated concepts of fraction for understanding and teacher’s pedagogical content knowledge

Getenet, Seyum ORCID: https://orcid.org/0000-0001-8338-4326 and Callingham, Rosemary (2019) Teaching interrelated concepts of fraction for understanding and teacher’s pedagogical content knowledge. Mathematics Education Research Journal. ISSN 1033-2170


Abstract

Fractions are perceived as one of the most difficult areas in school mathematics to learn and teach. The most frequently mentioned factors contributing to the complexity are fractions having five interrelated constructs (part-whole, ratio, operator, quotient and measure) and teachers’ pedagogical approaches to address these constructs. The present study used the five interrelated constructs of fraction and the Knowledge Quartet Framework to investigate a teacher’s teaching of fraction in a New Zealand Year 7 classroom. Video recordings and transcribed audio-recordings were analysed through the lenses of the five integrated constructs of fraction and the Knowledge Quartet Framework. The findings showed that students often initiated uses of fractions as quotient and as operator, drawing on part-whole understanding when solving fraction problems. The study showed that the teacher’s focus in connecting the constructs and procedures of the lesson as well as shaping the classroom discussion when the lesson unfolded supported students’ learning of the fraction constructs.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Published online: 4 July 2019. Permanent restricted access to ArticleFirst version, in accordance with the copyright policy of the publisher.
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 05 Aug 2019 05:51
Last Modified: 25 Sep 2019 06:02
Uncontrolled Keywords: teaching fractions; pedagogy and content knowledge; Knowledge Quartet Mathematics
Fields of Research (2008): 13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy
13 Education > 1301 Education Systems > 130105 Primary Education (excl. Maori)
Identification Number or DOI: https://doi.org/10.1007/s13394-019-00275-0
URI: http://eprints.usq.edu.au/id/eprint/36787

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